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1. Environmental and Sustainability Education in the Benelux Countries: Research, Policy and Practices at the Intersection of Education and Societal Transformation

Author

Van Poeck, Katrien, König, Ariane, and Wals, Arjen E. J.

Abstract

As an introductory article of a Special Issue on Environmental and Sustainability Education (ESE) in the Benelux region, this paper provides an overview of ESE research, policy and practice in Belgium, The Netherlands and Luxembourg. It discusses the different contributions in this collection with regard to how the central theme of this issue, the relation between education and societal transformation, is approached in each paper. The main characteristics of the ESE research fields in the Benelux are described in general terms, and placed within the context of how ESE policy and practice are organised in these countries. Next, different conceptualisations of the relation between educational and political spaces reflected in the collection are discussed and the varied contributions to this issue are positioned in relation to three distinguished traditions of approaching the place of democracy in ESE. The authors conclude with commenting on how this relates to different approaches to the research-policy-practice interface.

Published
2018
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3. How Certain is Good Enough? Managing Data Quality and Uncertainty in Ordinal Citizen Science Data Sets for Evidence-Based Policies on Fresh Water

Author

Stankiewicz, Jacek, König, Ariane, Pickar, Karl Arthur, Weiss, Stefan, Stankiewicz, Jacek, König, Ariane, Pickar, Karl Arthur, and Weiss, Stefan

Abstract

This study investigates surface water quality in Luxembourg with the help of citizen scientists. The fundamental question explored relates to uncertainty and judgements on what constitutes adequate data sets, comparing official data and citizen science. The case study evaluates how gaps and uncertainties in official data for the United Nations Sustainable Development Goal 6 (UN SDG 6), Indicator 6.3.2 on water quality, and the EU Water Framework Directive (WFD), can be served with citizen science. In two Water Blitz sampling events organised in collaboration with the NGO Earthwatch, participants sampled water bodies at locations of their choice, using field kits to estimate nitrate and phosphate concentrations. Samples were collected (428 in total) over two weekend events, providing snapshots in time with a good geographic coverage of the water bodies across the country: 35% of nitrate and 29% of phosphate values were found to exceed thresholds used by the European Environment Agency to classify the nutrient content in water as good. Our study puts forward recommendations on how citizen science data can complement official monitoring by national agencies with a focus on how such data can be represented to serve the understanding and discussion of uncertainties associated with such ordinal data sets. The main challenge addressed is high levels of natural variation in nutrient levels with both natural and anthropogenic multi-factorial causes. In discussing the merits and limitations of citizen science data sets, the results of this study demonstrate that a particular strength of citizen science is the identification of pollution hotspots in small water bodies, which despite being critical for ecosystem wellbeing are often overlooked in official monitoring. In addition, citizen science increases public awareness and experiential learning about factors affecting surface water quality and policies concerning it.

Published
2023

11. Actionable knowledge and social learning for sustainability: Roles of professional knowledge and narratives

Author

Hondrila, Kristina, König, Ariane, and Education, Culture, Cognition & Society (ECCS) > Institute of Education & Society (InES) [research center]

Subjects
knowledge, social learning, Multidisciplinary, general & others [H99] [Social & behavioral sciences, psychology], sustainability, Multidisciplinaire, généralités & autres [H99] [Sciences sociales & comportementales, psychologie]
Abstract

The contribution discusses why TD sustainability research would benefit from devoting more attention to professional knowledge and narratives. It presents concepts, empirical insights and methods on how this could be done. They are based on case studies on governance and social learning processes in two river basins in Luxembourg (post-2000) that have concerned challenges at the nexus of water, environment and agriculture and involved farmers, environmentalists and public water managers.

Published
2021

12. Towards safer foods and more democratic decisions Is this a contradictory goal?

Author

König Ariane

Subjects
food safety, risk analysis framework, risk assessment profiling, probabilistic modeling, transparency and accountability, Oils, fats, and waxes, TP670-699
Abstract

Since the mid-1990s and the BSE crisis food safety policy is a priority of the EU. In practise there are however many hurdles towards implementing principles of improved governance, such as transparency and greater participation, especially at EU-level. This paper presents the work of the SAFE FOODS prospect towards the development an improved framework for risk analysis. The final aim is to develop concrete recommendations on how to facilitate coordination between risk assessors, risk managers and stakeholders across the EU, and to keep methods for risk assessment apace with developments in the life sciences.

Published
2007
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14. SCHOOL FUTURES - Using scenario approaches to inform transformation initiatives in the Luxembourg school system

Author

König, Ariane, Raber, Bo Manuel, Drenth, Gerard, McGinley, Ciaran, and Schartz, Francis

Subjects
Multidisciplinaire, généralités & autres [A99] [Arts & sciences humaines], education, scenarios, sustainability, Multidisciplinary, general & others [A99] [Arts & humanities]
Abstract

Alternative, plausible, but challenging visions of the future – called scenarios – help us to explore the future today, to familiarise ourselves with a ‘systems thinking’ approach, and to strengthen our ability to address the uncertainties of tomorrow. This anticipation competency, that also includes a capacity for systemsthinking and making normative judgements, isparticularly important for younger generations still at school. In Luxembourg, the Education Scenarios Project served to develop a set of nationalscenarios for education, andthe sequel Schol Futures Project helped to leverage these scenarios in school development processes that engaged students as well as teachers in futureoriented systems thinking. Ariane König, Senior Research Scientist at the University of Luxembourg, Ciaran McGinley, Senior Associate at NormannPartners, Bo ManuelRaber of the University of Luxembourg, Francis Schartz, former president of the Luxembourg National Council for Sustainability, and Gerard Drenth, Senior Associate at Normann Partners, worked with in collaboration with diverse stakeholders in the Luxembourg education system, including with students and teachers from three different schools in Luxembourg. Below they share insights and experiences relating to the scenario approaches used.

Published
2021

17. Luxembourg 2050 - Prospects for a Regenerative City Landscape : Report Phase 1

Author

Hertweck, Florian [editor], Benetto, Enrico [editor], Biwer, Arno [editor], Gibon, Thomas [editor], Hitaj, Claudia [editor], Kubicky, Sylvain [editor], Molz, Markus [editor], Paris, Karine [editor], Schneider, Norry [editor], Schulz, Christian [editor], Abdullah, Aisha [collaborator], Babić, Eldin [collaborator], Becker, Tom, Evrard, Estelle, Hadji-Minaglou, Jean-Régis, Hansen, Joachim, Hesse, Markus, Katsikis, Nikolaos, König, Ariane, Odenbreit, Christoph, Peleman, David, Reckinger, Rachel, Swinnen, Peter, Viti, Francesco, Waldmann, Daniele, Weichold, Ivonne, Junk, Jürgen, Marvuglia, Antonino, Rugani, Benedetto, Hardy, Delphine, Kessler, Sabine, Leimbrock-Rosch, Laura, Stoll, Evelyne, Zimmer, Stephanie, Coignet, Philippe, Hertweck, Florian [editor], Benetto, Enrico [editor], Biwer, Arno [editor], Gibon, Thomas [editor], Hitaj, Claudia [editor], Kubicky, Sylvain [editor], Molz, Markus [editor], Paris, Karine [editor], Schneider, Norry [editor], Schulz, Christian [editor], Abdullah, Aisha [collaborator], Babić, Eldin [collaborator], Becker, Tom, Evrard, Estelle, Hadji-Minaglou, Jean-Régis, Hansen, Joachim, Hesse, Markus, Katsikis, Nikolaos, König, Ariane, Odenbreit, Christoph, Peleman, David, Reckinger, Rachel, Swinnen, Peter, Viti, Francesco, Waldmann, Daniele, Weichold, Ivonne, Junk, Jürgen, Marvuglia, Antonino, Rugani, Benedetto, Hardy, Delphine, Kessler, Sabine, Leimbrock-Rosch, Laura, Stoll, Evelyne, Zimmer, Stephanie, and Coignet, Philippe

Published
2021

18. Can citizen science complement official data sources that serve as evidence-base for policies and practice to improve water quality?

Author

Education, Culture, Cognition & Society (ECCS) > Institute of Education & Society (InES) [research center], König, Ariane, Pickar, Karl Arthur, Stankiewicz, Jacek, Hondrila, Kristina, Education, Culture, Cognition & Society (ECCS) > Institute of Education & Society (InES) [research center], König, Ariane, Pickar, Karl Arthur, Stankiewicz, Jacek, and Hondrila, Kristina

Abstract

Addressing environmental issues in policy making requires recognising these issues as part of a complex socio-ecological system. The evidence base for such policies and associated monitoring and implementation measures, as well as related official indicators, statistics and environmental accounts are receiving increasing attention. This paper explores the potential of citizen science as a non-traditional source of data to complement the current data production process for evidence-based policy-making, using pollution of surface waters and its effect on associated ecosystems as an example. The paper develops a framework that helps to explore the official data production process in relation to different purposes of environmental policies. This highlights different challenges that the current official data production process sees itself confronted with in relation to the different purposes of the policies and associated monitoring regimes. These questions are explored with reference to the case of evidence-based policy making on water quality of surface freshwater in the EU, with a focus on Luxembourg. The analysis is based on extensive documentary analysis and literature review, as well as a series of interviews and participatory workshops with various stakeholders, and first results of a pilot project work with engaged citizen volunteers to solicit data on water quality with a focus on its nutrient content. On this basis, this paper argues that citizen science has the clear potential to meaningfully contribute both to the evidence base for policy and practice, as well as to an improved governance process.

Published
2021

19. Taking the Complex Dynamics of Human–Environment–Technology Systems Seriously: A Case Study in Doctoral Education at the University of Luxembourg

Author

University of Luxembourg: Sustainability Science [research center], König, Ariane, Ravetz, Jerome, Raber, Bo Manuel, Stankiewicz, Jacek, Rojas Aedo, Ricardo Arturo, Hondrila, Kristina, Pickar, Karl Arthur, University of Luxembourg: Sustainability Science [research center], König, Ariane, Ravetz, Jerome, Raber, Bo Manuel, Stankiewicz, Jacek, Rojas Aedo, Ricardo Arturo, Hondrila, Kristina, and Pickar, Karl Arthur

Abstract

Our existential sustainability challenges involve human–environment–technology systems that are complex, dynamic and tightly coupled. But at universities, knowledge, in teaching and research, is mostly organized into discrete parcels, the disciplines. These are further divided into the categories of natural sciences, social science and the humanities. This paper addresses the question of how in their training of researchers, universities can equip them to better understand their roles and also to act as change agents. It describes a doctoral school course in transferable skills that is offered across faculties. The unique aim of the course is to provide a space for reflection on different research paradigms and the way they differ in their framing the role of a scientific researcher in pluralist societies that face existential challenges. The course introduces diverse more recent approaches to scientific inquiry that harness the potential of democratizing science in our networked knowledge society, including critical interdisciplinarity, post-normal science, citizen science and transformative sustainability science, that complement normal disciplinary research practices.

Published
2021

20. Actionable knowledge and social learning for sustainability: Roles of professional knowledge and narratives

Author

Education, Culture, Cognition & Society (ECCS) > Institute of Education & Society (InES) [research center], Hondrila, Kristina, König, Ariane, Education, Culture, Cognition & Society (ECCS) > Institute of Education & Society (InES) [research center], Hondrila, Kristina, and König, Ariane

Abstract

The contribution discusses why TD sustainability research would benefit from devoting more attention to professional knowledge and narratives. It presents concepts, empirical insights and methods on how this could be done. They are based on case studies on governance and social learning processes in two river basins in Luxembourg (post-2000) that have concerned challenges at the nexus of water, environment and agriculture and involved farmers, environmentalists and public water managers.

Published
2021

21. Luxembourg 2050 - Prospects for a Regenerative City Landscape : Report Phase 2

Author

Hertweck, Florian [editor], Benetto, Enrico [editor], Coignet, Philippe [editor], Gibon, Thomas [editor], Hitaj, Claudia [editor], Kessler, Sabine [editor], Molz, Markus [editor], Maric, Marija [editor], Paris, Karine [editor], Schneider, Norry [editor], Schulz, Christian [editor], Abdullah, Aisha, Babic, Eldin, Becker, Tom, Cane, Francelle, Charitonidou, Marianna, Evrard, Estelle, Faber, Caroline, Ferreira Silva, Marielle, Hadji-Minaglou, Jean-Régis, Hansen, Joachim, Hesse, Markus, Katsikis, Nikolaos, König, Ariane, Maric, Marija, Miessen, Markus, Neupane, Saroj, Odenbreit, Christoph, Popova, Simona Bozhidarova, Reckinger, Rachel, Schulz, Christian, Swinnen, Peter, Viti, Francesco, Waldmann, Daniele, Weichold, Ivonne, Zimmer, Céline, Almenar, Javier Babi, Benetto, Enrico, Braun, Christian, Daher, Elie, Gibon, Thomas, Hitaj, Claudia, Junk, Jürgen, Kubicki, Sylvain, Leopold, Ulrich, Salazar, Lisette Cantu, Titeux, Nicolas, Fox, Katy, Molz, Markus, Paris, Karine, Schneider, Norry, Wengler, Jill, Kessler, Sabine, Coignet, Philipppe, de Gori, Lucie, Monnier, Christelle, Hertweck, Florian, Hertweck, Florian [editor], Benetto, Enrico [editor], Coignet, Philippe [editor], Gibon, Thomas [editor], Hitaj, Claudia [editor], Kessler, Sabine [editor], Molz, Markus [editor], Maric, Marija [editor], Paris, Karine [editor], Schneider, Norry [editor], Schulz, Christian [editor], Abdullah, Aisha, Babic, Eldin, Becker, Tom, Cane, Francelle, Charitonidou, Marianna, Evrard, Estelle, Faber, Caroline, Ferreira Silva, Marielle, Hadji-Minaglou, Jean-Régis, Hansen, Joachim, Hesse, Markus, Katsikis, Nikolaos, König, Ariane, Maric, Marija, Miessen, Markus, Neupane, Saroj, Odenbreit, Christoph, Popova, Simona Bozhidarova, Reckinger, Rachel, Schulz, Christian, Swinnen, Peter, Viti, Francesco, Waldmann, Daniele, Weichold, Ivonne, Zimmer, Céline, Almenar, Javier Babi, Benetto, Enrico, Braun, Christian, Daher, Elie, Gibon, Thomas, Hitaj, Claudia, Junk, Jürgen, Kubicki, Sylvain, Leopold, Ulrich, Salazar, Lisette Cantu, Titeux, Nicolas, Fox, Katy, Molz, Markus, Paris, Karine, Schneider, Norry, Wengler, Jill, Kessler, Sabine, Coignet, Philipppe, de Gori, Lucie, Monnier, Christelle, and Hertweck, Florian

Published
2021

22. Luxembourg 2050 - Prospects for a Regenerative City-Landscape - Report Phase 2

Author

Abdullah, Aisha [collaborator], Babic, Eldin [collaborator], Becker, Tom [collaborator], Benetto, Enrico [collaborator], Biwer, Arno [collaborator], Braun, Christian [collaborator], Cane, Francelle [collaborator], Charitonidou, Marianna [collaborator], Daher, Elie [collaborator], de Gori, Lucie [collaborator], Evrard, Estelle [collaborator], Hadji-Minaglou, Jean-Régis [collaborator], Hansen, Joachim [collaborator], Hardy, Delphine [collaborator], Hesse, Markus [collaborator], Junk, Jürgen [collaborator], Katsikis, Nikolaos [collaborator], König, Ariane [collaborator], Kubicky, Sylvain [collaborator], Leimbrock-Rosch, Laura [collaborator], Leopold, Ulrich [collaborator], Marvuglia, Antonino [collaborator], Meunier, Christelle [collaborator], Miessen, Markus [collaborator], Neupane, Seroj [collaborator], Odenbreit, Christoph [collaborator], Bozhidarova Popova, Simona [collaborator], Reckinger, Rachel [collaborator], Rugani, Benedetto [collaborator], Cantu Salazar, Lisette [collaborator], Stoll, Evelyne [collaborator], Swinnen, Peter [collaborator], Titeux, Nicolas [collaborator], Viti, Francesco [collaborator], Waldmann, Danièle [collaborator], Weichold, Ivonne [collaborator], Wengler, Jill [collaborator], Babi Almenar, Javier, Coignet, Philippe, Gibon, Thomas, Hitaj, Claudia, Kessler, Claudia, Maric, Marija, Molz, Markus, Paris, Karine, Schneider, Norry, Schulz, Christian, Fox, Kathy, Zimmer, Céline, Abdullah, Aisha [collaborator], Babic, Eldin [collaborator], Becker, Tom [collaborator], Benetto, Enrico [collaborator], Biwer, Arno [collaborator], Braun, Christian [collaborator], Cane, Francelle [collaborator], Charitonidou, Marianna [collaborator], Daher, Elie [collaborator], de Gori, Lucie [collaborator], Evrard, Estelle [collaborator], Hadji-Minaglou, Jean-Régis [collaborator], Hansen, Joachim [collaborator], Hardy, Delphine [collaborator], Hesse, Markus [collaborator], Junk, Jürgen [collaborator], Katsikis, Nikolaos [collaborator], König, Ariane [collaborator], Kubicky, Sylvain [collaborator], Leimbrock-Rosch, Laura [collaborator], Leopold, Ulrich [collaborator], Marvuglia, Antonino [collaborator], Meunier, Christelle [collaborator], Miessen, Markus [collaborator], Neupane, Seroj [collaborator], Odenbreit, Christoph [collaborator], Bozhidarova Popova, Simona [collaborator], Reckinger, Rachel [collaborator], Rugani, Benedetto [collaborator], Cantu Salazar, Lisette [collaborator], Stoll, Evelyne [collaborator], Swinnen, Peter [collaborator], Titeux, Nicolas [collaborator], Viti, Francesco [collaborator], Waldmann, Danièle [collaborator], Weichold, Ivonne [collaborator], Wengler, Jill [collaborator], Babi Almenar, Javier, Coignet, Philippe, Gibon, Thomas, Hitaj, Claudia, Kessler, Claudia, Maric, Marija, Molz, Markus, Paris, Karine, Schneider, Norry, Schulz, Christian, Fox, Kathy, and Zimmer, Céline

Published
2021

23. Luxembourg 2050 - Prospects for a Regenerative City Landscape : Report Phase 1

Author

Babic, Eldin [collaborator], Becker, Tom [collaborator], Biwer, Arno [collaborator], Coignet, Philippe [collaborator], Evrard, Estelle [collaborator], Hadji-Minaglou, Jean-Régis [collaborator], Junk, Jürgen [collaborator], Hansen, Joachim [collaborator], Hardy, Delphine [collaborator], Katsikis, Nikolaos [collaborator], Kessler, Sabine [collaborator], König, Ariane [collaborator], Kubicky, Sylvain [collaborator], Leimbrock-Rosch, Laura [collaborator], Marvuglia, Antonino [collaborator], Odenbreit, Christoph [collaborator], Peleman, David [collaborator], Reckinger, Rachel [collaborator], Rugani, Benedetto [collaborator], Stoll, Evelyne [collaborator], Swinnen, Peter [collaborator], Viti, Francesco [collaborator], Waldmann, Danièle [collaborator], Weichold, Ivonne [collaborator], Zimmer, Stéphanie [collaborator], Abdullah, Aisha [collaborator], Benetto, Enrico, Gibon, Thomas, Hitaj, Claudia, Hesse, Markus, Molz, Markus, Karine, Paris, Schulz, Christian, Babic, Eldin [collaborator], Becker, Tom [collaborator], Biwer, Arno [collaborator], Coignet, Philippe [collaborator], Evrard, Estelle [collaborator], Hadji-Minaglou, Jean-Régis [collaborator], Junk, Jürgen [collaborator], Hansen, Joachim [collaborator], Hardy, Delphine [collaborator], Katsikis, Nikolaos [collaborator], Kessler, Sabine [collaborator], König, Ariane [collaborator], Kubicky, Sylvain [collaborator], Leimbrock-Rosch, Laura [collaborator], Marvuglia, Antonino [collaborator], Odenbreit, Christoph [collaborator], Peleman, David [collaborator], Reckinger, Rachel [collaborator], Rugani, Benedetto [collaborator], Stoll, Evelyne [collaborator], Swinnen, Peter [collaborator], Viti, Francesco [collaborator], Waldmann, Danièle [collaborator], Weichold, Ivonne [collaborator], Zimmer, Stéphanie [collaborator], Abdullah, Aisha [collaborator], Benetto, Enrico, Gibon, Thomas, Hitaj, Claudia, Hesse, Markus, Molz, Markus, Karine, Paris, and Schulz, Christian

Published
2021

28. A pluralistic and integrated approach to action-oriented knowledge for sustainability

Author

Caniglia, Guido, Luederitz, Christopher, von Wirth, Timo, Fazey, Ioan, Martin-López, Berta, Hondrila, Kristina, König, Ariane, von Wehrden, Henrik, Schäpke, Niko, Laubichler, Manfred, Lang, Daniel, Caniglia, Guido, Luederitz, Christopher, von Wirth, Timo, Fazey, Ioan, Martin-López, Berta, Hondrila, Kristina, König, Ariane, von Wehrden, Henrik, Schäpke, Niko, Laubichler, Manfred, and Lang, Daniel

Abstract

Sustainability science needs more systematic approaches for mobilizing knowledge in support of interventions that may bring about transformative change. In this Perspective, we contend that action-oriented knowledge for sustainability emerges when working in integrated ways with the many kinds of knowledge involved in the shared design, enactment and realization of change. The pluralistic and integrated approach we present rejects technocratic solutions to complex sustainability challenges and foregrounds individual and social learning. We argue that research institutions devoted to sustainability should focus more on creating the conditions for experimenting with multiple kinds of knowledge and ways of knowing to foster sustainability-oriented learning.

Published
2020

32. Outlook

Author

König, Ariane

Subjects
Environmental sciences & ecology [F08] [Life sciences], Sciences de l'environnement & écologie [F08] [Sciences du vivant]
Published
2018

33. How can Integrated Valuation of Ecosystem Services help understanding and steering agroecological transitions?

Author

Dendoncker, Nicolas, Boeraeve, Fanny, Crouzat, Emilie, Dufrêne, Marc, König, Ariane, Barnaud, Cecile, Dendoncker, Nicolas, Boeraeve, Fanny, Crouzat, Emilie, Dufrêne, Marc, König, Ariane, and Barnaud, Cecile

Abstract

Agroecology has been proposed as a promising concept to foster the resilience and sustainability of agroecosystems and rural territories. Agroecological practices are based on optimizing ecosystem services (ES) at the landscape, farm, and parcel scales. Recent progress in research on designing agroecological transitions highlights the necessity for coconstructed processes that draw on various sources of knowledge based on shared concepts. But despite the sense of urgency linked to agroecological transitions, feedbacks from real-world implementation remain patchy. The ability of integrated and participatory ES assessments to support this transition remains largely underexplored, although their potential to enhance learning processes and to build a shared territorial perspective is widely recognized. The overarching question that will be asked in this paper is thus: what is the potential of the ES framework to support the understanding and steering of agroecological transitions? We argue that conducting collaborative and integrated assessments of ES bundles can (i) increase our understanding of the ecological and social drivers that support a transition toward agroecological systems, and (ii) help design agroecological systems based on ES delivery and effectively accompany transition management based on shared knowledge, codesigned future objectives, and actual on-the-ground implementation. In this paper, we discuss this question and propose a four-step integrated ES assessment framework specifically targeted at understanding and steering agricultural transitions that is generic enough to be applied in different contexts.

Published
2018

39. Mit Komplexität umgehen lernen: Welche Vorteile bieten computerbasierte Problemlöseszenarien in der Sensibilisierung für typische Probleme im Verstehen und Steuern komplexer Systeme?

Author

Sonnleitner, Philipp, König, Ariane, Sikharulidze, Tea, Sonnleitner, Philipp, König, Ariane, and Sikharulidze, Tea

Abstract

Unbestreitbare Herausforderung der heutigen Zeit, ist der Umgang mit zunehmend komplexeren Systemen. Dem regelmäßigen Ruf, die dafür benötigten Fähigkeiten und mentalen Einstellungen bereits in Schule und Studium zu trainieren (bspw. Vester, 2012), folgten - wohl auch aufgrund mangelnder Optionen – kaum Konsequenzen. Der vorliegende Beitrag diskutiert nun die Möglichkeit, vereinfachte aber dynamische Problemlöseszenarien mit weniger (System)Variablen und einfacheren (System)Effekten aber dafür hoch reliablen Performanzindizes für Trainingszwecke im Umgang mit Komplexität einzusetzen. Auf Basis dreier studentischer Kohorten eines Kurses zum Themenkomplex Nachhaltigkeit an der Universität Luxemburg (N=97), wurde erstmals evaluiert, welche Lernerfahrungen mit einem solchen Szenario gemacht und möglich werden. Die Ergebnisse zeigen, dass nicht nur zuverlässig verschiedene Problemlösestrategien erfasst werden, sondern das auch zwischen „aktiven“ und „reflektiven“ StudentInnen unterschieden werden kann, welche unterschiedlich erfolgreich mit den Szenarien umgehen. Die diagnostizierten typischen kognitiven Fehler im Umgang mit den Problemen und die dokumentierten Emotionen der StudienteilnehmerInnen zeigen das große (zukünftige) Potenzial dieser Szenarien.

Published
2018

41. Learning to confront complexity: What roles can a computer-based tool for complex problem-solving play?

Author

Sonnleitner, Philipp, König, Ariane, and Sikharulidze, Tea

Subjects
Cognition, Education & instruction [H04] [Social & behavioral sciences, psychology], Systems, Education & enseignement [H04] [Sciences sociales & comportementales, psychologie], Education for sustainable development
Abstract

This paper gives an example of how computer-based problem-solving scenarios can be embedded in a course on sustainability, in order to illustrate the highly versatile way in which such a tool can be used to structure and evaluate learning on complexity on an individual level, as well as learning in diverse groups. After defining criteria, a scenario has to meet in order to be useful for training competencies associated with confronting complexity, the application of such a scenario is empirically evaluated on base of three student cohorts. Results suggest that existing approaches can be substantially complemented by computer-based scenarios, offering genuine learning opportunities and deepening and personalizing the comprehension of known phenomena in complex problem-solving. The paper closes by offering lessons learned from the presented approach and gives advice and outlook on future applications of such tools in sustainability education.

Published
2017

44. Learning through evaluation – A tentative evaluative scheme for sustainability transition experiments

Author

Luederitz, Christopher, primary, Schäpke, Niko, additional, Wiek, Arnim, additional, Lang, Daniel J., additional, Bergmann, Matthias, additional, Bos, Joannette J., additional, Burch, Sarah, additional, Davies, Anna, additional, Evans, James, additional, König, Ariane, additional, Farrelly, Megan A., additional, Forrest, Nigel, additional, Frantzeskaki, Niki, additional, Gibson, Robert B., additional, Kay, Braden, additional, Loorbach, Derk, additional, McCormick, Kes, additional, Parodi, Oliver, additional, Rauschmayer, Felix, additional, Schneidewind, Uwe, additional, Stauffacher, Michael, additional, Stelzer, Franziska, additional, Trencher, Gregory, additional, Venjakob, Johannes, additional, Vergragt, Philip J., additional, von Wehrden, Henrik, additional, and Westley, Frances R., additional

Published
2017
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45. Learning to confront complexity: What roles can a computer-based problem-solving scenario play?

Author

University of Luxembourg: LUCET [research center], Sonnleitner, Philipp, König, Ariane, Sikharulidze, Tea, University of Luxembourg: LUCET [research center], Sonnleitner, Philipp, König, Ariane, and Sikharulidze, Tea

Abstract

This paper gives an example of how computer-based problem-solving scenarios can be embedded in a course on sustainability, in order to illustrate the highly versatile way in which such scenarios can be used to structure and evaluate learning on complexity on an individual level, as well as learning in diverse groups. After defining criteria, a computer-based problem-solving scenario has to meet in order to be useful for training competencies associated with confronting complexity, the application of one specific scenario, the Genetics Lab, is empirically evaluated on base of three student cohorts. Results suggest that existing approaches to sustainability education can be substantially complemented by computer-based problem-solving scenarios, offering genuine learning opportunities and deepening and personalizing the comprehension of known phenomena in complex problem-solving. The paper closes by offering lessons learned from the presented approach and gives advice and outlook on future applications of such scenarios in sustainability education.

Published
2017

46. Learning through Evaluation: A Tentative Evaluative Scheme for Sustainability Transition Experiments

Author

Luederitz, Christopher, Schäpke, Niko, Wiek, Arnim, Lang, Daniel, Bergmann, Matthias, Bos, Joannette, Burch, Sarah, Davies, Anna, Evans, James, König, Ariane, Farrelly, Megan, Forrest, Nigel, Frantzeskaki, Niki, Gibson, Robert, Kay, Braden, Loorbach, Derk, McCormick, Kes, Parodi, Oliver, Rauschmayer, Felix, Schneidewind, Uwe, Stauffacher, Michael, Stelzer, Franziska, Trencher, Gregory, Venjakob, Johannes, Vergragt, Philip, von Wehrden, Henrik, Westley, Frances, Luederitz, Christopher, Schäpke, Niko, Wiek, Arnim, Lang, Daniel, Bergmann, Matthias, Bos, Joannette, Burch, Sarah, Davies, Anna, Evans, James, König, Ariane, Farrelly, Megan, Forrest, Nigel, Frantzeskaki, Niki, Gibson, Robert, Kay, Braden, Loorbach, Derk, McCormick, Kes, Parodi, Oliver, Rauschmayer, Felix, Schneidewind, Uwe, Stauffacher, Michael, Stelzer, Franziska, Trencher, Gregory, Venjakob, Johannes, Vergragt, Philip, von Wehrden, Henrik, and Westley, Frances

Abstract

Transitions towards sustainability are urgently needed to address the interconnected challenges of economic development, ecological integrity, and social justice, from local to global scales. Around the world, collaborative science-society initiatives are forming to conduct experiments in support of sustainability transitions. Such experiments, if carefully designed, provide significant learning opportunities for making progress on transition efforts. Yet, there is no broadly applicable evaluative scheme available to capture this critical information across a large number of cases, and to guide the design of transition experiments. To address this gap, the article develops such a scheme, in a tentative form, drawing on evaluative research and sustainability transitions scholarship, alongside insights from empirical cases. We critically discuss the scheme's key features of being generic, comprehensive, operational, and formative. Furthermore, we invite scholars and practitioners to apply, reflect and further develop the proposed tentative scheme – making evaluation and experiments objects of learning.

Published
2017

47. Transforming the World by Transforming the University: Envisioning the University of 2040

Author

König, Ariane, Dyball, Robert, and Davila, Federico

Subjects
Sociologie & sciences sociales [H10] [Sciences sociales & comportementales, psychologie], Sociology & social sciences [H10] [Social & behavioral sciences, psychology]
Abstract

This article is part of a regular section in Solutions in which the author is challenged to envision a future society in which all the right changes have been made.

Published
2016

48. Learning through evaluation e A tentative evaluative scheme for sustainability transition experiments

Author

Luederitz, Christopher, Schäpke, Niko, Wiek, Arnim, Lang, Daniel, Bergmann, Matthias, Bos, Joannette, Burch, Sarah, Davies, Anna, Evans, König, Ariane, Farrelly, Megan A., Forrest, Nigel, Frantzeskaki, Niki, Gibson, Robert B., Kay, Braden, Loorbach, Derk, McCormick, Kes, Parodi, Oliver, Rauschmayer, Felix, Schneidewind, Uwe, Stauffacher, Michael, Stelzer, Franziska, Trencher, Gregory, Venjakob, Johannes, Vergragt, Philip J., von Wehrden, Henrik, and Westley, Frances R.

Subjects
Analytical-evaluative framework, Sociologie & sciences sociales [H10] [Sciences sociales & comportementales, psychologie], Sustainability transition experiments, Sociology & social sciences [H10] [Social & behavioral sciences, psychology], Sustainability assessment, Real-world laboratories, Transition labs, Sustainability transformation
Abstract

Transitions towards sustainability are urgently needed to address the interconnected challenges of economic development, ecological integrity, and social justice, from local to global scales. Around the world, collaborative science-society initiatives are forming to conduct experiments in support of sustainability transitions. Such experiments, if carefully designed, provide significant learning opportunities for making progress on transition efforts. Yet, there is no broadly applicable evaluative scheme available to capture this critical information across a large number of cases, and to guide the design of transition experiments. To address this gap, the article develops such a scheme, in a tentative form, drawing on evaluative research and sustainability transitions scholarship, alongside insights from empirical cases. We critically discuss the scheme's key features of being generic, comprehensive, operational, and formative. Furthermore, we invite scholars and practitioners to apply, reflect and further develop the proposed tentative scheme e making evaluation and experiments objects of learning.

Published
2016

49. Changing requisites to higher education in the face of 21st century sustainability challenges

Author

König, Ariane

Subjects
Sociologie & sciences sociales [H10] [Sciences sociales & comportementales, psychologie], Sustainability, Sociology & social sciences [H10] [Social & behavioral sciences, psychology], Education
Abstract

Sustainability science aims to enhance our understanding and increase our repertoire of action on urgent complex problems of how to reconcile our societal metabolism with the biophysical carrying capacity of the earth. Sustainability science thus requires new forms of interaction between the natural and social sciences and between science and society. Universities across the globe are re-thinking their mission accordingly. This paper summarizes changing conceptions of science, knowledge and practice and on this basis it identifies a set of requisites to learning, teaching and research in universities that aim to foster systemic change. This set structures the overview on the fourteen contributions to this special issue on how leading universities across five continents stage transformative learning opportunities. These contributions are developed from a wide range of perspectives from diverse academic disciplines and practice.

Published
2015

50. Learning through evaluation : a tentative evaluative scheme for sustainability transition experiments

Author

Luederitz, Christopher, Schäpke, Niko, Wiek, Arnim, Lang, Daniel J., Bergmann, Matthias, Bos, Joanette J., Burch, Sarah, Davies, Anna, Evans, James, König, Ariane, Farrelly, Megan A., Forrest, Nigel, Frantzeskaki, Niki, Gibson, Robert B., Kay, Braden, Loorbach, Derk, McCormick, Kes, Parodi, Oliver, Rauschmayer, Felix, Schneidewind, Uwe, Stauffacher, Michael, Stelzer, Franziska, Trencher, Gregory, Venjakob, Johannes, Vergragt, Philip J., Wehrden, Henrik von, Westley, Frances R., Luederitz, Christopher, Schäpke, Niko, Wiek, Arnim, Lang, Daniel J., Bergmann, Matthias, Bos, Joanette J., Burch, Sarah, Davies, Anna, Evans, James, König, Ariane, Farrelly, Megan A., Forrest, Nigel, Frantzeskaki, Niki, Gibson, Robert B., Kay, Braden, Loorbach, Derk, McCormick, Kes, Parodi, Oliver, Rauschmayer, Felix, Schneidewind, Uwe, Stauffacher, Michael, Stelzer, Franziska, Trencher, Gregory, Venjakob, Johannes, Vergragt, Philip J., Wehrden, Henrik von, and Westley, Frances R.

Abstract

Transitions towards sustainability are urgently needed to address the interconnected challenges of economic development, ecological integrity, and social justice, from local to global scales. Around the world, collaborative science-society initiatives are forming to conduct experiments in support of sustainability transitions. Such experiments, if carefully designed, provide significant learning opportunities for making progress on transition efforts. Yet, there is no broadly applicable evaluative scheme available to capture this critical information across a large number of cases, and to guide the design of transition experiments. To address this gap, the article develops such a scheme, in a tentative form, drawing on evaluative research and sustainability transitions scholarship, alongside insights from empirical cases. We critically discuss the scheme's key features of being generic, comprehensive, operational, and formative. Furthermore, we invite scholars and practitioners to apply, reflect and further develop the proposed tentative scheme - making evaluation and experiments objects of learning.

Published
2016

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